3/10/15 By Robert Frost
http://www.poets.org/poetsorg/
poet/robert-frost
Publication
–
™ "Fire and Ice" was first published in Harper’s
Magazine in 1920, and it was republished in
Frost’s 1923 collection New Hampshire
™ Robert Frost is one of the most important
American poets of the 20th century
™ He won the Pulitzer Prize four times and was
asked to deliver a poem at President John F.
Kennedy's 1961 inauguration.
How Will the World End?
Or Will it?
–
™  https://www.youtube.com/watch?v=2jHj9Pl72_A
– What do the images in this video
suggest?
– How do they make you feel?
– Do you think the visual representation
of the poem is too literal of an
interpretation of the poem?
™ Why?
1 3/10/15 Poem Recited by Robert Frost
Himself
–
™ https://www.youtube.com/watch?v=zzU7_NiApvs
™ Is this the kind of reading of the poem
you expected?
™ How would you describe Frost’s tone?
– Do you like his intonation or the way
he reads? Why or why not?
An Alternate Recitation
–
™  https://www.youtube.com/watch?v=89dSwSmG6ks
– Is the tone of this reader different
from the tone of Robert Frost? If so,
how?
– How does this version of the
recitation alter the meaning of the
poem for you?
Poetry Lives!
™ Eclipe
–
https://www.youtube.com/watch?v=UdnKN1fRJL0
*“Fire and Ice” was printed as the epigraph to
*Stephanie Meyer’s Twilight series entitled Eclipe.
*Frost’s first self-published book of poems were
entitled Twilight.
*Interesting!
*Why is this an appropriate poem to use in this
film? Or is it?
2 3/10/15 Journal Entry
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™ Why are so many human beings fascinated
with death and destruction?
™ What movies or books can you name that
focus on threats to the end of the world?
™ Are you concerned about the end of the
world at all?
™ Is the world heading toward a gloomy
destruction or a golden age of harmony?
Defend your response.
Inspiration
–
™  According to one of Frost's biographers, "Fire and Ice" was inspired by a
passage in Canto 32 of Dante’s Inferno, in which the worst offenders of hell,
the traitors, are submerged, while in a fiery hell, up to their necks in ice: “a
lake so bound with ice,/It did not look like water, but like a glass…right
clear / I saw, where sinners are preserved in ice.”
™  Dante Alighieri (1265-1321), Italian poet wrote La Divina Commedia (The
Divine Comedy), his allegory of life and God as revealed to a pilgrim,
written in terza rima (a verse form consisting of tercets (a set or group of
three lines of verse rhyming together or connected by rhyme) usually in
iambic pentameter in English poetry with an interlaced rhyme scheme (as
aba, bcb, cdc); Inferno (Hell), Purgatorio (Purgatory), and Paradiso (Paradise),
written between 1307 and 1321.
Inspiration Continued
–
™  Inferno is an epic allegory of the spiritual journey of man
™  “Inferno” means “a hot place,” but Dante pulls a surprising
move by covering the very bottom of Hell in ice
–  In fact, Satan himself is trapped waist-deep in a huge sheet
of ice
–  This image contradicts the view of Hell as a blazing place
where Satan roams around carrying a pitchfork.
–  Dante’s point, which Frost seems to pick up on, is that the
very worst people are the ones who use their “cold”
intelligence to commit terrible acts.
–  Check out Canto XXXII for more information:
http://www.online-literature.com/dante/inferno/32/
3 3/10/15 Inspiration Continued
–
™  In an anecdote he recounted in 1960 in a "Science and the Arts"
presentation, prominent astronomer Harlow Shapley claims to
have inspired "Fire and Ice.”
™  Shapley describes an encounter he had with Robert Frost a year
before the poem was published in which Frost, noting that
Shapley was the astronomer of his day, asks him how the world
will end.
™  Shapley responded that either the sun will explode and
incinerate (completely burn) the Earth, or the Earth will
somehow escape this fate only to end up slowly freezing in
deep space.
™  Shapley was surprised at seeing "Fire and Ice" in print a year
later, and referred to it as an example of how science can
influence the creation of art, or clarify its meaning.
Modern American Poetry: Reading
for Enrichment
–
™ The essays by Tom Hansen and John N.
Serio provide excellent background
information on Frost’s inspiration for
the poem as well as offer literary
criticism
™ Check it out!
– http://www.english.illinois.edu/
MAPS/poets/a_f/frost/fireice.htm
Critiques
–
Compression of Dante's Inferno
™  In a 1999 article, John N. Serio claims that the poem is a compression of
Dante's Inferno. He draws a parallel between the nine lines of the poem
with the nine rings of Hell, and notes that like the downward funnel of
the rings of Hell, the poem narrows considerably in the last two lines.
Additionally, the rhyme scheme (aba-abc-bcb) is similar to the one
Dante invented for Inferno.
™  Frost's diction further highlights the parallels between Frost's
discussion of desire and hate with Dante's outlook on sins of passion
and reason with sensuous and physical verbs describing desire and
loosely recalling the characters Dante met in the upper rings of Hell:
"taste" (recalling the Glutton), "hold" (recalling the adulterous lovers),
and "favor" (recalling the hoarders).
™  In contrast, hate is discussed with verbs of reason and thought ("I think
I know.../To know...").[5]
4 3/10/15 Why Should I Care?
–
™  "Fire and Ice" deals with the question of how human
beings are going to destroy the planet.
–  Will it be in a blaze of suffocating heat or "fire," as in
global warming?
–  Or will it be in blast of "ice," like a nuclear winter or the
exhaustion of the earth's molten core?
™  However, Frost's poem is not entirely about natural
disasters.
–  With what human emotions can fire and ice be
associated?
–  Can "Fire" and "ice” be symbols of two different sides of
the human animal: the passionate and the rational?
“Fire and Ice”
–
Fire and Ice
By Robert Frost
Some say the world will end in fire,
Some say in ice.
From what I’ve tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.
Venn Diagram
–
™ Complete the Venn Diagram provided
™ Write down all emotions associated with fire and ice
™ Strive to find emotions that can be associated with
both fire and ice and write them in the middle
™ Think of the physical world as we see it, and the
internal world that exists within and among
individuals
5 3/10/15 Discussion Questions
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™ Can fire and ice co-exist at the same time, and
even in the same person? Explain your response.
™ What is the difference between “love” and
“desire”?
™ What kind of desire is the speaker talking about?
Wealth or power?
™ Why do we associate love and romance with heat
and fire?
™ Can you think of examples where love has or had
the potential to destroy and harm people?
Discussion Questions
Continued
–
™ What feelings are associated with “ice”?
™ Can ice be as dangerous, if not more dangerous
than fire? Explain
™ Think of the saying: “Revenge is a dish best
served cold.”
–  Meaning, vengeance is more satisfying when
exacted in cold blood and after enough time has
passed so that the target will not see it coming.
– Would you rather be a victim of passion or a
victim of a cruel, calculated crime?
™ Remember Poe’s “The Cask of Amontillado”?
Reason vs. Emotion
–
™ Our "passions" define our animal nature, and our
“reason” makes us human.
™ The poem argues that the human mind and
intelligence is an equally dangerous weapon, one
with the power to turn the earth – or at least the
parts inhabited by humans – into a cold and
uninhabitable wasteland.
™ This poem is a textbook example of extended
symbolism, and "hot" and "cold" are symbols that
we use every day.
6 3/10/15 Poetic Terms and Devices
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™  Review this link http://literarydevices.net, the handout on
Poetic Terms and Devices
™  Study the following terms and apply to “Fire and “Ice”
–  Alliteration
–  Allusion
–  Antithesis
–  Tone
–  Rhyme
–  Rhyme scheme
–  Theme
–  Metaphor: Implied/Extended
–  Understatement
Poetic Devices
Poetic
Terms and Devices
A
Poetry is the kind of thing poets write. — Robert Frost
Man, if you gotta ask, you’ll never know. — Louis Armstrong
in the materials he can use in creating his works: all he has are words to express
his ideas and feelings. These words need to be precisely right on several levels at once:
• they must sound right to the listener even as they delight his ear
• they must have a meaning which might have been unanticipated, but seems to be
the perfectly right one
• they must be arranged in a relationship and placed on the page in ways that are
at once easy to follow and assist the reader in understanding
• they must probe the depths of human thought, emotion, and empathy, while
appearing simple, self-contained, and unpretentious
POET IS LIMITED
–
Fortunately, the English language contains a wide range of words from which to choose for almost
every thought, and there are also numerous plans or methods of arrangement of these words, called
poetic devices, which can assist the writer in developing cogent expressions pleasing to his readers.
Even though most poetry today is read silently, it must still carry with it the feeling of being spoken
aloud, and the reader should practice “hearing” it in order to catch all of the artfulness with which
the poet has created his work.
the SOUNDS of words
Words or portions of words can be clustered or juxtaposed to achieve specific kinds of effects when we hear
them. The sounds that result can strike us as clever and pleasing, even soothing. Others we dislike and strive
to avoid. These various deliberate arrangements of words have been identified.
Alliteration: Repeated consonant sounds at the beginning of words placed near each other, usually on the
same or adjacent lines. A somewhat looser definition is that it is the use of the same consonant in any
part of adjacent words.
Example: fast and furious
Example: Peter and Andrew patted the pony at Ascot
In the second definition, both P and T in the example are reckoned as alliteration. It is noted that this is
a very obvious device and needs to be handled with great restraint, except in specialty forms such as
limerick, cinquain, and humorous verse.
Assonance: Repeated vowel sounds in words placed near each other, usually on the same or adjacent lines.
These should be in sounds that are accented, or stressed, rather than in vowel sounds that are unaccented.
Example: He’s a bruisin’ loser
In the second example above, the short A sound in Andrew, patted, and Ascot would be assonant.
Consonance: Repeated consonant sounds at the ending of words placed near each other, usually on the
same or adjacent lines. These should be in sounds that are accented, or stressed, rather than in vowel
–1–
DEVICES
Below you will find examples and definitions of common poetic devices.
Poetic Terms, Devices and
Definitions
Poetic Device
Tone
Stanza
Definition
feelings or meanings conveyed in the
poem
Effect or Example
Not so much what is being said but how it is said
a grouping of two or more lines of a
poem in terms of length, metrical form,
or rhyme scheme.
Provides order and an expectation of closure
Simile
A comparison between two unlike things
using like or as.
“My love is like a red rose.”
Metaphor
A comparison between two unlike things
without using like or as. Something is
something else
The doctor inspected the rash with a vulture's eye.
Personification
Giving human qualities or characteristics
to animals or inanimate objects
My shoes are killing me.
Alliteration
Repetition of initial consonant sounds in
a group or words close together
Peter Piper picked a peck of pickled peppers.
Assonance
Repetition of a vowel sound
The eagle lived free and easy.
Hyperbole
Overstatement or exaggeration
I will just die if I do not go to the party.
Symbol
On object or idea that stands for
something else.
Common symbols for love are roses and hearts. A dove
is a symbol for peace.
Onomatopoeia
The use of words which imitate sound
Buzz, tweet, ping
Imagery
Words that appeal to the senses.
Creates vivid mental pictures (sight, smell, taste, touch,
and sound).
Speaker
The voice in the poem (not always the
poet).
Provides focus.
Oxymoron
a seeming contradiction in two words put
together
Jumbo shrimp
–
!
1!
7 3/10/15 Alliteration
–
™ The repetition of consonant sound at the beginning
of two or more words
™ Alliteration has a very vital role in poetry and prose.
™ It creates a musical effect in the text that enhances
the pleasure of reading a literary piece.
™ It makes reading and recitation of the poems
attractive and appealing; thus, making them easier
to learn by heart.
™ It renders flow and beauty to a piece of writing.
Examples of Alliteration
–
™  “She sells seashells by the seashore.”
™  “But a better butter makes a batter better.”
™  From William Shakespeare’s Romeo and Juliet
(Prologue)
™  “From forth the fatal loins of these two foes;
A pair of star-cross’d lovers take their life.”
™  In the marketing industry, alliteration makes the brand
names interesting and easier to remember.
™  This literary device is helpful in attracting customers
and enhancing sales.
™  Examples: Dunkin’ Donuts, PayPal, Best Buy, CocaCola, American Apparel, Krispy Kreme
Allusion
–
™ Allusion is a brief and indirect reference to a
person, place, thing or idea of historical, cultural,
literary or political significance.
™ It does not describe in detail the person or thing to
which it refers.
™ It is just a passing comment and the writer expects
the reader to possess enough knowledge to spot
the allusion and grasp its importance in a text.
– The use of allusions enables writers or poets to
simplify complex ideas and emotions.
8 3/10/15 Examples of Allusion
–
™ “Don’t act like a Romeo in front of her.”
– “Romeo” is a reference to Shakespeare’s Romeo,
a passionate lover of Juliet, in “Romeo and
Juliet”.
™ “The rise in poverty will unlock the Pandora’s box
of crimes.”
– This is an allusion to one of Greek Mythology’s
origin myth, “Pandora’s box”.
™ “This place is like a Garden of Eden.”
– This is a Biblical allusion to the “garden of God”
in the Book of Genesis.
Antithesis
–
™ Antithesis, literally meaning “opposite,” is a
rhetorical device in which two opposite ideas are
put together in a sentence to achieve a contrasting
effect.
™ It emphasizes the idea of contrast by parallel
structures of the contrasted phrases or clauses, i.e.
the structures of phrases and clauses are similar in
order to draw the attention of the listeners or
readers.
– “Setting foot on the moon may be a small step
for a man but a giant step for mankind.”
Examples of Antithesis
–
™  The opening lines of Charles Dickens’ novel A Tale of Two Cities
provides an unforgettable antithesis example:
“It was the best of times, it was the worst of times, it was the age of
wisdom, it was the age of foolishness, it was the epoch of belief, it
was the epoch of incredulity, it was the season of Light, it was the
season of Darkness, it was the spring of hope, it was the winter of
despair, we had everything before us, we had nothing before us,
we were all going direct to Heaven, we were all going direct the
other way.”
–  The contrasting ideas, set in parallel structures, markedly
highlight the conflict that existed in the time which was
discussed in the novel.
9 3/10/15 Antithetical Statements
–
™ Give every man thy ear, but few thy voice.
™ Love is an ideal thing, marriage a real
thing.
™ Speech is silver, but silence is gold.
™ Patience is bitter, but it has a sweet fruit.
™ Money is the root of all evils: poverty is
the fruit of all goodness.
™ You are easy on the eyes, but hard on the
heart.
Tone
–
™ Tone, in written composition, is the writer’s attitude
toward a subject or an audience.
™ It is generally conveyed through diction or the
viewpoint of a writer on a particular subject.
™ Tone determines how the readers read a literary
piece and how they should feel while they are
reading it.
– It creates a specific mood
–  It stimulates the readers to read a piece of
literature as a serious, comical, spectacular or
distressing.
Example of Tone
–
™ Robert Frost in the last stanza of his poem “The
Road Not Taken” gives us an insight into the effect of
tone:
–  “I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.”
™  Frost tells us about his past with a “sigh,” this
gives the above lines an unhappy tone.
™  This tone leads us into thinking that the speaker
in the poem had to make a difficult choice.
10 3/10/15 Rhyme
–
™ A rhyme is a repetition of similar sounding
words occurring at the end of lines in poems or
songs
™ Rhyme serves two distinct functions in the art
of writing poetry:
– It gives poetry a typical symmetry that
differentiates poetry from prose.
– It makes recital of poetry a pleasurable
experience for the readers as the repetitive
patterns renders musicality and rhythm to it
Rhyme Scheme
–
™ The pattern of rhymes used in a poem, usually
marked by letters to symbolize correspondences, as
rhyme royal, ababbcc.
™ Each new sound is ascribed a new letter, starting with
the letter A and continuing in alphabetical order
I do not like green eggs and ham.
I do not like them Sam I am.
I do not like them in a boat.
I do not like them with a goat.
I do not like them in a house.
I do not like them with a mouse.
A
A
B
B
C
C
Can you determine the rhyme
scheme of this poem?
–
“Bid
me to weep, and I will weep
While I have eyes to see;
And having none, yet I will keep
A heart to weep for thee.”
11 3/10/15 Theme
–
™  Theme is the main idea or the underlying meaning of a
literary work that may be stated directly or indirectly
™  It is a truth that exhibits universality and stands true for
people of all cultures.
™  Theme gives readers better understanding of the main
character’s conflicts, experiences, discoveries and
emotions as they are derived from them.
™  Through themes, a writer tries to give his readers an
insight into how the world works or how he or she views
human life.
–  Theme can be explicit or implicit as in “The Harvest” and
“The Necklace”
Metaphor
–
™  Metaphor is a figure of speech which makes an implicit,
implied or hidden comparison between two things that are
different but have some characteristics in common
between them.
™  Speaking metaphorically:
–  “He is the black sheep of the family” is a metaphor
because he is not a sheep and is not even black.
™  However, we can use this comparison to describe an
association of a black sheep with that person.
™  A black sheep is an unusual animal and typically stays
away fro the herb, and the person you are describing
shares similar characteristics.
–  Metaphor is different from a simile in that we do not
use “like” or “as” to develop a comparison.
Implied Metaphor
–
™ An implied metaphor is a type of
metaphor that compares two unlike
things, but it does so without mentioning
one of them.
™ Instead, it implies the comparison by
using a word or phrase that describes the
unmentioned term and makes the
comparison in that way.
12 3/10/15 Examples of Implied Metaphors:
An Unmentioned Comparison
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Andy’s wife asked him to fetch their dinner.
(Compares Andy to a dog) Tony tucked his tail and ran.
(Compares Tony to a scared dog)
Jennifer purred over the lavish present.
(Compares Mary to a cat)
The leaves were fluttering in the breeze.
(Compares leaves to butterflies)
The words nourished his bruised ego.
(Compares words to food)
She lured him into her web.
(Compares her to a spider)
Wanda sailed through her exams in no time.
(Compares Wanda to a sailboat)
The flowers nodded in the wind.
(Compares flowers to people)
At the party, the men orbited the super model.
(Compares men to planets)
The paparazzi circled over the young singing sensation. (Compares paparazzi to vultures)
Justin’s smile radiated throughout the room.
(Compares Justin’s smile to the sun)
Philip’s anger grew until it erupted.
(Compares anger to a volcano)
To keep the peace, Alice steered away from confrontation. (Compares Alice to a driver)
Love sometimes has dangerous thorns.
(Compares love to a rose)
Her thoughtless remarks slashed his ego.
(Compares remarks to a knife)
The couple shed their clothes and jumped into the hot springs. (Compares the couple to snakes
shedding their skin)
Function of Metaphors
–
™ Using appropriate metaphors appeals directly
to the senses of listeners or readers,
sharpening their imaginations to comprehend
what is being communicated to them.
™ It gives a life-like quality to our conversations
and to the characters of the fiction or poetry.
™ Metaphors are also ways of thinking,
offering the listeners and the readers fresh
ways of examining ideas and viewing the
world.
We speak, write, and think in
metaphors
–
™  Metaphors are sometimes constructed through our common language and they
are called conventional metaphors.
™  Examples: “night owl” or an “early bird” or saying “life is a journey” are
™  Below are some more conventional metaphors we often hear in our daily life:
–  My brother was boiling mad. (This implies he was too angry.)
–  The assignment was a breeze. (This implies that the assignment was
not difficult.)
–  It is going to be clear skies from now on. (This implies that clear
skies are not a threat and life is going to be without hardships)
–  The skies of his future began to darken. (Darkness is a threat;
therefore, this implies that the coming times are going to be hard for
him.)
–  Her voice is music to his ears. (This implies that her voice makes
him feel happy)
13 3/10/15 Literary Example of Extended
Metaphor
–
™  Extended Metaphor: refers to a comparison between two
unlike things that continues throughout a series of
sentences in a paragraph or lines in a poem.
–  It is often comprised of more than one sentence or line
™  Example:
“But soft! What light through yonder window breaks?
It is the East, and Juliet is the sun!
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief.”
–  Here, Shakespeare uses extended metaphor by comparing
“Juliet” with the “sun”.
–  Homeric similes are also examples of extended metaphor
Understatement vs.
Overstatement
–
™  Understatement: A figure of speech employed by writers
or speakers to intentionally make a situation seem less
important than it really is
–  Saying less than one means: the opposite of overstatement
or hyperbole
–  To call a loaded dinner plate a “nice snack” is an
understatement
–  “I have to have this operation. It isn’t very serious. I have
this tiny little tumor on the brain.”
™  An understatement is a tool that helps to develop other
figures of speech such as irony and sarcasm by
deliberately decreasing the severity of a situation when an
intense response is expected by the listeners or the
readers.
Understatement vs.
Overstatement Continued
–
™  Overstatement or Hyperbole: Exaggeration
–  “I’ll die if I don’t pass English!”
–  “I told you a million times…”
™  By using hyperbole, a writer or a poet makes common
human feelings remarkable and intense to such an extent
that they do not remain ordinary.
™  In literature, usage of hyperbole develops contrasts.
™  When one thing is described with an over-statement and
the other thing is presented normally, a striking contrast is
developed.
–  This technique is employed to catch the reader’s attention.
14 3/10/15 ™ 
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Analysis
–
In the first two lines of the poem, Frost creates a clear dichotomy (a division or contrast between two things that are or are
represented as being opposed or entirely different) between fire and ice and the two groups of people that believe in each
element.
By using the term “some” instead of “I” or “an individual,” Frost asserts that the distinction between the two elements is a
universal truth, not just an idea promoted by an individual.
– 
In addition to the unavoidable contradiction between fire and ice, these first lines also outline the claim that the world
will end as a direct result of one of these elements.
It is unclear which element will destroy the world, but it is significant to note that fire and ice are the only options.
–  The poem does not allow for any other possibilities in terms of the world’s fate, just as there are not any other opinions
allowed in the black-and-white debate between fire and ice.
Interestingly, the two possibilities for the world’s destruction correspond directly to a common scientific debate during the
time Frost wrote the poem.
–  Some scientists believed that the world would be incinerated from its fiery core, while others were convinced that a
coming ice age would destroy all living things on the earth’s surface. Instead of maintaining a strictly scientific
perspective on this debate, Frost introduces a more emotional side, associating passionate desire with fire and hatred
with ice. Within this metaphorical view of the two elements, the “world” can be recognized as a metaphor for a
relationship. Too much fire and passion can quickly consume a relationship, while cold indifference and hate can be
equally destructive.
Although the first two lines of the poem insist that there can only be a single choice between fire and ice, the narrator
undercuts this requirement by acknowledging that both elements could successfully destroy the world.
Moreover, the fact that he has had personal experience with both (in the form of desire and hate) reveals that fire and ice are
not mutually exclusive, as the first two lines of the poem insist.
– 
In fact, though the narrator first concludes that the world will end in fire, he ultimately admits that the world could
just as easily end in ice; fire and ice, it seems, are strikingly similar.
--From Gradesaver.com
Analysis Continued
–
™  “"Fire and Ice," for all its brevity, develops a profound theme and raises
intriguing questions in regard to human nature. The primary literary
device in the poem is that of implied metaphor. Fire becomes a
metaphor for human desire, which is made clear in the third line. Ice
works as a metaphor for hatred, which is implied in line 6. Another
literary device is that of antithesis. Fire is the antithesis of ice. In
finding an underlying similarity in their metaphorical opposites, Frost
develops his theme: Human desire, such as love or passion, can be just
as destructive as human hatred. The theme suggests an irony inherent
in human emotions. The first two lines of the poem are allusions to
different scientific theories relating to the future of the planet within
the solar system. In regard to its poetry techniques, "Fire and Ice"
features an interlocking rhyme scheme and iambic meter. Also,
alliteration is present in the poem.”
™  Susan Hurn | College Teacher | (Level 1) Educator Emeritus
Posted June 3, 2009 at 9:30 AM (Answer #1) on enotes.com
Post-Reading Questions
–
1. A) Is the speaker’s view of the future optimistic, pessimistic, realistic, or just
indifferent? B) Why? C) How does this view make you feel?
2. A) With which opinion of the world’s end does Frost first side? B) How does
his view change? C) How might desire bring an end to the world?
3. A) Why does Frost think the world might end in ice? B) In what way is ice a
fitting metaphor for hatred?
4. Why is the tone at the end o the poem considered ironic?
5. We understand what it means to “taste” desire, but what does it mean to
“know enough of hate”?
6. How much of hate is “enough” and what kinds of life experiences could give
someone this knowledge?
7. How have desire and hatred already affected the safety of people in the
world?
8. How does the understatement at the end of the poem affect the tone?
9. A) What is rhyme scheme of the poem? B) How does it affect the poem’s
mood?
10. A) What is the theme of the poem? B) What makes the theme universal?
15 3/10/15 Group Work: Visual Aid
–
Using a chart, web, cluster, or another visual aid,
identify and illustrate the following literary devices in
the poem:
1.  Tone
2.  Theme
3.  Alliteration
4.  Allusion
5.  Antithesis
6.  Metaphor: Implied or Extended
7.  Understatement
8.  Rhyme/Rhyme Scheme
Individual Project
–
™ Write a poem of your own with an identifiable rhyme
scheme about any topic you like and illustrate the
poem using images to convey the theme
OR
™ Write a poem of your own with an identifiable rhyme
scheme about any topic you like and create a song, a
short film, or a multimedia presentation that conveys
the meaning of your poem
Worth 20 points: See Scoring Rubric Provided
Links to Explore
–
™ http://www.english.illinois.edu/maps/poets/
a_f/frost/fireice.htm
™ http://ryanandtina.edu.glogster.com/poetry-glog
™ http://writing.upenn.edu/~afilreis/88/
meter.html
™ http://server.riverdale.k12.or.us/~bblack/
meter.html
™ http://www.creative-writing-now.com/how-towrite-poetry.html
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